Gilbert O. Ward was born in 1880 in New York City, and was educated in the New York City public schools. He was graduated from Columbia University in 1902 and from the Pratt Inst.i.tute Library School in 1908. In 1908- 1909 he was an a.s.sistant in the Pratt Inst.i.tute Free Library. Since 1909 he has been a member of the staff of the Cleveland Public Library, as librarian of the Technical High School in 1909-1910, and as technical librarian since 1910. From 1911 to 1913 he served as Supervisor of High School Branches. Mr. Ward has published "Practical use of books and libraries: an elementary textbook for use with high school cla.s.ses."

The term "elementary library instruction" is limited here to any instruction given in the technical use of books and libraries to students under college or normal school grade.

The object of this paper is to review briefly, (1) the reasons for giving such instruction, (2) subjects and some methods suitable for grade and high schools, (3) the part of the public library in giving such instruction.

The subject of bibliographical instruction for school children has become more important in recent years because of changes which have taken place in school methods. Schools now place much less reliance than formerly upon text-books, while on the other hand they require of the student more collateral reading and reference work. This is especially true in courses in English and history; for instance where the high school student formerly studied about Chaucer in a textbook, he is now more likely required to read a selection.

This method while more fruitful in results than the old text-book method presents new difficulties both to teacher and to student.

On the teacher's part, it is no longer sufficient to a.s.sign 10 pages for study and have done with it. References must be consulted and a.s.signed to the students for written or oral report. With the troubles of the teacher however, we shall have nothing to do in the present paper. On the student's part, instead of being able to sit down to a compact account in a single book, he is required to use perhaps a dozen books in the course of a month, to say nothing of possible magazine articles.

In fine, instead of a single book, he must use a library. The practical effect of this condition is that without some understanding of the scientific use of books and of the possibilities of either high school or public library, the student wastes his time and finds these studies an increased burden. The ordinary student is ignorant of how to handle books.

The primary purpose of formal library instruction is clearly then to do away with the friction which hinders the student in his or her work. There is no charm in bibliographical information as such and no excuse for attempting to teach a child merely curious or interesting facts for which he has no natural appet.i.te or use.

An example of this mistake is the attempt to acquaint the student with very many reference books, or go deeply into the subject of cla.s.sification.

The subject of library instruction in public schools conveniently divides itself into two parts, (1) instruction in grade schools, (2) instruction in high schools. I have elsewhere rather full tentative outlines by way of suggestion, and limit myself at this point to more general discussion.

In elementary cla.s.ses, the subject matter must be simple, first because the needs of the student are simple, and secondly because it is more easily and willingly taught if simple. The subjects which suggest themselves are: (1) The physical care of a book, (2) printed parts of a book, (3) the dictionary, (4) the public library.

The physical care of a book comes naturally first because children have to handle books before they can read them for pleasure, or need to use them as reference helps. The subject is important both to librarian and to school boards because it affects the question of book replacement, and hence the expenditure of public money. Speaking broadly, it is a question of conservation.

The ordinary book, not the reference book, is the one with which the student will always have most to deal; therefore as soon as he is old enough, or as soon as his text books can serve for practical ill.u.s.tration, the important printed parts of the ordinary books can be called to his attention. It should be sufficient to include the t.i.tle page (t.i.tle, author's name, and date), table of contents and index.

The study of the dictionary (the first reference book) should be taken up first with the pocket dictionaries when these are used in cla.s.s and the children should be practiced in discovering and understanding the kinds of information given with each word.

Then, when the unabridged is attacked later, the essentials will be familiar, and the mind freer to attack the somewhat complex problems of arrangement and added information, e.g., synonyms, quotations, etc.

After proper care of books, and the use of an ordinary book, and the use of a simple reference book, the next natural step is to the use of the public library. The talk on the public library obviously includes some description of the library's purpose and resources both for use and amus.e.m.e.nt, a very general description of the arrangement of the books, possibly some description of the card catalog--personally I am somewhat skeptical as to the utility of the card catalog for grade pupils--and finally, possibly an explanation of the encyclopedia.

The instructor for all the subjects mentioned excepting the public library is logically the teacher, because the subjects must be introduced as occasion arises in cla.s.s. For instance the time for teaching the physical care of a book is when a book is first put into the child's hands. For the talk on the public library, the library itself is obviously the place, and the children's librarian the instructor Some special methods which suggest themselves are as follows: for the physical care of a book, a cla.s.s drill in opening, holding, shutting, laying down, etc., rewards for the cleanest books, etc.; for the card catalogue, sample sets of catalogue cards (author, t.i.tle and subject). The latter method is successfully used by the Binghamton (N. Y.) public library.

In high school, students vary in age from the grammar school boy on the one side, to the college freshman on the other, and the subjects and methods of instruction vary accordingly. In the matter of bibliographical instruction this greater range is reflected in a closer study of reference tools, including those parts of an ordinary book not taken up in the grades, (e.g., copyright date, preface, peculiar indexes, etc.), the unabridged dictionary, selected reference books, card catalog, magazine indexes, etc. The intelligent care of books can be re-emphasized by an explanation of book structure from dissected examples.

The specific subjects to be taught will vary with the time available, the cla.s.s of the student, the subjects taught in school and the method of teaching them, and the material on hand in the public or school library.

As to general methods of instruction, these also must vary to suit the subject, the age of the student and the time available.

Straight lecturing economizes time but makes the cla.s.s restless and inattentive. An oral quiz drawing on the student's own experience is useful in getting the recitation started and revives interest when interspersed through a lecture. Each point should be ill.u.s.trated by concrete examples from books themselves when possible, or from the blackboard. The lesson should be concluded by a written exercise, not too difficult, which should be marked. For example, the dictionary might be ill.u.s.trated from the sample sheets issued by the publishers; and the cla.s.s should then be given a list of questions to be answered from the dictionary. The questions can frequently be framed so as to be answered by a page number instead of a long answer, and each student should as far as practicable have a set of questions to answer different from every other student's.

If the high school possesses a library, much of the instruction is most logically given there. This save the time of the cla.s.s in travelling back and forth from the school to the public library, particularly if the course is an extended one.

But why does the instruction of school children in the use of books and libraries concern the public library?

Because if children learn to use ordinary books intelligently it means a saving of the librarian's time by her not having to find the precise page of every reference for a child. It means a diminished amount of handling of books. It means less disturbance from children who do not know how to find what they want. Other results will doubtless suggest themselves.

It is not proposed to train the student to be a perfectly independent investigator. That would be impracticable and undesirable. It is simply proposed to give him such bibliographical knowledge as will be distinctly useful to him as a student now, and later as a citizen and patron of the library.

But what part may the public library play in this instruction? It obviously may play a very large part in high schools, the librarian of which it supplies, as in the city of Cleveland. In high schools when the librarian is appointed by the school authorities, it can cooperate with the school librarian by lending speakers to describe the public library, by furnishing sets of specimen catalogue cards for comparison--for public library cataloging may differ from high school cataloging--by lending old numbers of the Readers' Guide for practice in bibliography making, etc., etc.

Where there is no high school library and instruction must be given by the teacher or the public librarian, again the opportunities of the public library are clear. First there are teachers to be interested. English and history teachers most obviously, and department heads of these subjects are strategic points for attack. The subject of course should never be forced and a beginning should be made only with those teachers who seem likely to take interest. In the Binghamton public library before referred to, the librarian contrived to get the teachers together socially at the library, and the plan was then discussed before being put into operation. In laying the foundation for such a campaign, the librarian should have a simple, but definite plan in mind, based on her experience with school children so that when asked for suggestion, she can advance a practicable proposition.

Finally, under any circ.u.mstances, the public library can always be open for visits from cla.s.ses, and ready to give cla.s.s instruction in either library or school room as necessity or opportunity suggests. These methods are of course well known.

Much informal instruction can also be given to students on using the index of an ordinary book, or the encyclopedia as occasion arises.

Summing up the chief points of this superficial review, we have seen (1) that the change in teaching methods has made the subject of library instruction important. (2) That the subjects of such instruction should be simple, and that both subjects and methods must be adapted to the occasion, (3) and finally that the public library is interested in the subject from a practical point of view and is able to take an influential part in shaping and administering courses.

THE QUESTION OF DISCIPLINE

The first article quoted on the subject of discipline was contributed to The Library Journal, October, 1901, by Miss Lutie E. Stearns, who gives the experience of a number of librarians and interprets them from her own standpoint. Lutie Eugenia Stearns was born in Stoughton, Ma.s.s.; was graduated from the Milwaukee State Normal School in 1887, and taught in the public schools for two years. From 1890 to 1897 she was in charge of the circulating department of the Milwaukee Public Library; from 1897 to 1914 she was connected with the Wisconsin Library Commission, part of the time as chief of the Travelling Library Department.

Miss Stearns now devotes her time to public lecturing.

In these days of children's shelves, corners, or departments, or when, in lieu of such separation, the juvenile population fairly overruns the library itself, the question of discipline ofttimes becomes a serious one. The pages of library journals, annual reports, bulletins, primers, and compendiums may be searched in vain for guidance. How to inculcate a spirit of quiet and orderliness among the young folks in general; how to suppress giggling girls; what to do with the unruly boy or "gang" of boys --how best to win or conquer them, or whether to expel them altogether; how to deal with specific cases of malicious mischief or flagrant misbehavior and rowdiness--all these questions sometimes come to be of serious importance to the trained and untrained librarian.

It was with a view of gaining the experience of librarians in this matter that letters were recently sent to a large number of librarians, asking for devices used in preserving order and quiet in the library. The replies are of great interest, the most surprising and painful result of the symposium being the almost universal testimony that the leading device used in preserving order is the policeman! One librarian even speaks of his library as being "well policed" in ALL of its departments. Personally, we think the presence of such an officer is to be greatly deplored, believing him to be as much out of place in a library as he would be in enforcing order in a church or school room. The term of a school teacher would be short lived, indeed, who would be compelled to resort to such measures. In several instances, janitors do police duty, being invested with the star of authority; and in one case the librarian, who openly confesses to a lack of sentiment in the matter, calls upon the janitor to thrash the offender! "The unlucky youth who gets caught has enough of a story to tell to impress transgressors for a long time to come," writes the librarian. "The average boy believes in a thrashing, and it is much better in the end for him and for others to administer it and secure reverence for the order of the library."

In one state at least, Ma.s.sachusetts, there is a special law imposing a penalty for disturbance; and one librarian reports that he has twice had boys arrested and tried for disturbing readers. Another librarian does not go as far as this but adopts the device of showing unruly boys a photograph of the State Reform School and the cadets on parade. "The mischief is quite subdued before I am half through," she writes, "and they frequently return bringing other boys to see the photograph. This fact undoubtedly acts as a check upon the boys many times." A pleasing contrast is offered to such drastic and unwholesome methods as these by the gentle and cheery methods pursued by a librarian who says, "The children in this library talk less than the grown-ups. When they do raise their voices, I go up to them and tell them in a very low tone that if everybody else in the room were making as much noise as they, it would be a very noisy place. That stops them. If children walk too heavily or make a noise on the stairs, I affect surprise and remark in a casual way that I did not know that it was circus day until I heard the elephants. This produces mouse-like stillness at once. Really, I know no other devices except being very impressive and putting quietness on the ground of other peoples' rights."

But it is not always such smooth sailing. One librarian writes: "We have had no end of trouble in a small branch which we have opened in a settlement in a part of our city almost entirely occupied by foreign born residents. A great many boys have come there for the sole purpose of making a row. We have had every sort of mischief, organized and unorganized. We have had to put boys out and we have had many free fights, much to the amus.e.m.e.nt and pleasure of the boys. We have never resorted to arrests, but instructed the young man who acted as body guard to the young lady a.s.sistants to hold his own as best he could in these melees.

I finally resorted to the plan of taking the young man away and letting the young ladies be without their guard. This has resulted most satisfactorily. The order has been much better, and while I cannot say that we are free from disorder, nothing like the state of things that before existed now obtains. The manager of the Settlement House overheard a gang of these very bad boys consulting on the street a few nights ago, something in this wise: 'Come, boys, let's go to the library for some fun!' Another boy said, 'Who's there?' The reply was, 'Oh! only Miss Y----; don't let's bother her,' and the raid was not made. Of course we have done everything ordinary and extraordinary that we know about in the way of trying to interest the boys and having a large number of a.s.sistants to be among them and watch them, but nothing has succeeded so well as to put the girls alone in the place and let things take their course."

The experience of another librarian also furnishes much food for thought. She writes: "I could almost say I am glad that others have trouble with that imp of darkness, the small boy. Much as I love him, there are times when extermination seems the only solution of the difficulty. However, our children's room is a paradise to what it was a year ago, and so I hope. The only thing is to know each boy as well as possible, something of his home and school, if he will tell you about them. The a.s.sistants make a point of getting acquainted when only a few children are in. This winter I wrote to the parents of several of the leaders, telling them I could not allow the children in the library unless the parents would agree to a.s.sist me with the discipline. This meant that about six boys have not come back to us. I was sorry, but after giving the lads a year's trial I decided there was no use in making others suffer for their misdeeds. A severe punishment is to forbid the boys a 'story hour.' They love this and will not miss an evening unless compelled to remain away. To give some of the worst boys a share in the responsibility of caring for the room often creates a feeling of ownership which is wholesome. Our devices are as numerous and unique as the boys themselves. Some of them would seem absurd to an outsider. The unexpected always happens; firmness, sympathy and ingenuity are the virtues required and occasionally the added dignity of a policeman, who makes himself quite conspicuous, once in a while."

Another reply is a follows: "Miss C---- has turned over your inquiry concerning unruly boys to me to answer. I protested that every boy that made a disturbance was to me a special problem--and very difficult; and I can't tell what we do with unruly boys as a cla.s.s. I remember I had a theory that children were very susceptible to courtesy and gentleness, and I meant to control the department by teaching the youngsters SELF control and a proper respect for the rights of the others who wanted to study in peace and quiet. I never went back on my theory; but occasionally, of a Sat.u.r.day afternoon, when there were a hundred children or more and several teachers in the room and I was trying to answer six questions a minute, I did have to call in our impressive janitor. He sat near the gate and looked over the crowd and when he scowled the obstreperous twelve-year- olds made themselves less conspicuous. A policeman sometimes wandered in, but I disliked to have to resort to the use of muscular energy. I learned the names of the most troublesome boys and gradually collected quite a bit of information about them, their addresses, where they went to school, their favorite authors, who they seemed 'chummy' with, etc., and when they found I didn't intend to be needlessly disagreeable and wasn't always watching for mischief, but credited them with honor and friendly feelings, I think some of them underwent a change of heart. I made a point of bowing to them on the street, talking to them and especially getting them to talk about their books; had them help me hang the bulletins and pictures, straighten up the books etc. Twice an evil spirit entered into about a dozen of the boys and my patience being kin to the prehistoric kind that 'cometh quickly to an end,' after a certain point, I gave their names to the librarian, who wrote to their parents. That settled things for a while and they got out of the habit of talking so much. A serious conversation with one boy ended with the request that he stay from the library altogether for a month and when he came back he would begin a new slate. Once, within a week, he came in, or started to, when I caught his eye. Then he beckoned to another boy and I think a transaction of some kind took place so that he got his book exchanged. But he saw I meant what I said. The day after the month was up he appeared, we exchanged a friendly smile and I had no more trouble with him."

We deem the question of banishment a serious one. Unruly boys are often just the ones that need the influence of the library most in counteracting the ofttimes baneful influence of a sordid home life. It is a good thing, morally, to get hold of such boys at an early age and to win their interest in and attendance at the library rather than at places of low resort. To withhold a boy's card may also be considered a doubtful punishment-- driving the young omnivorous reader to the patronage of the "underground travelling library" with its secret stations and patrons. Before suspension or expulsion is resorted to, the librarian should clearly distinguish between thoughtless exuberance of spirits and downright maliciousness. "If we only had a boys' room,"

plaintively writes one sympathetic librarian, "where we could get them together without disturbing their elders and could thus let them bubble over with their 'animal spirits' without infringing on other people, I believe we could win them for good."

A number of librarians, however, report no difficulty in dealing with the young folks. Some state that the children easily fall into the general spirit of the place and are quiet and studious.

"We just expect them to be gentlemen," says one, "and they rarely fail to rise to the demand." In such places will generally be found floors that conduce to stillness, rubber-tipped chairs, and low-voiced a.s.sistants. "Our tiled floors are noisy--not our children," confesses one librarian. The use of noiseless matting along aisles most travelled will be found helpful. But one library mentions the use of warning signs as being of a.s.sistance, this being a placard from the Roycroft Shop reading, "Be gentle and keep the voice low." In a library once visited were found no less than eighteen signs of admonition against dogs, hats, smoking, whispering, handling of books, etc., etc.--the natural result being that, in their multiplicity, no one paid any attention to any of them. If a sign is deemed absolutely necessary, it should be removed after general attention his been called to it. The best managed libraries nowadays are those wherein warnings are conspicuous for their absence. Next to the officious human "dragon" that guards its portals, there is probably no one feature in all the great libraries of a western metropolis that causes so much caustic comment and rebellious criticism as that of an immense placard in its main reading room bearing in gigantic letters the command, SILENCE--this perpetual affront being found in a great reference library frequented only by scholarly patrons. Such a placard is as much out of place there as it would be in a school for deafmutes.

The solution of the whole problem of discipline generally resolves itself into the exercise of great tact, firmness, and, again, gentleness. There should be an indefinable something in the management of the library which will draw people in and an atmosphere most persuasive in keeping them there and making them long to return. A hard, imperious, domineering, or condescending spirit on the part of librarian and a.s.sistants often incites to rebellion or mutiny on the part of patrons. As opposed to this, there should ever be the spirit of quietude, as exemplified in the words previously quoted--"Be gentle and keep the voice low."

MAINTAINING ORDER IN THE CHILDREN'S ROOM

The following paper embodies practical suggestions for helping to give the children's room a "natural, friendly atmosphere." It was read by Miss Clara W. Hunt before the Long Island Library Club, February 19, 1903. A sketch of Miss Hunt appears on page 135.

So many of the problems of discipline in a children's room would cease to be problems if the material conditions of the room itself were ideal, that I shall touch first upon this, the less important branch of my subject. For although the height of a table and width of an aisle are of small moment compared with the personal qualifications of the children's librarian, yet since it is possible for us to determine the height of a table, when mere determining what were desirable will not insure its production where a human personality is concerned, it is practical to begin with what there is some chance of our attaining. And the question of fitting up the room properly is by no means unimportant, but decidedly the contrary. For, given a children's librarian who is possessed of the wisdom of Solomon, the patience of Job, the generalship of Napoleon, and put her into a room in which every arrangement is conducive to physical discomfort, and even such a paragon will fail of attaining that ideal of happy order which she aims to realize in her children's reading room. The temper even of an Olympian is not proof against uncomfortable surroundings.

Children are very susceptible, though unconsciously to themselves, to physical discomfort. You may say you do not think so, for you know they would sit through a whole morning and afternoon at school without taking off their rubbers, if the teacher did not remind them to do it, and so, you argue, this shows that they do not mind the unpleasant cramped feeling in the feet which makes a grown person frantic. But while the child himself cannot tell what is wrong with him, the wise teacher knows that his restlessness and irritability are directly traceable to a discomfort he is not able to a.n.a.lyze, and so the cause is not removed without her oversight. While the children's librarian will not have the close relations with the boys and girls that their school-teachers have, she may well learn of the latter so to study what will make for the child's comfort, that, in the perfect adaptation of her room to its work, half the problems of discipline are solved in advance.

Let us suppose that the librarian is to have the satisfaction of planning a new children's room. In order to learn what conveniences to adopt and what mistakes to avoid, she visits other libraries and notes their good and weak points. She will soon decide that the size of a room is an important factor in the question of discipline. Let a child who lives in a cramped little flat where one can hardly set foot down without stepping on a baby come into a wide, lofty, s.p.a.cious room set apart for children's reading, and, other conditions in the library being as they should the mere effect of the unwonted s.p.a.ciousness will impress him and have a tendency to check the behavior that goes with tenement- house conditions. We of the profession are so impressed with the atmosphere that should pervade a library, that a very small and unpretentious collection of books brings our voices involuntarily to the proper library pitch. But this is not true to the small arab, who, coming from the cluttered little kitchen at home to a small, crowded children's room where the aisles are so narrow that the quickest way of egress is to crawl under the tables, sees only the familiar sights--disorder, confusion, discomfort --in a different place, and carries into the undignified little library room the uncouth manners that are the rule at home. In planning a new children's room then, give it as much s.p.a.ce as you can induce the librarian, trustees, and architects to allow. Unless you are building in the North Woods, or the Klondike or the Great American Desert you will never have any difficulty in getting small patrons enough to fill up your s.p.a.ce and keep the chairs and tables from looking lonesome.

The question of light has a direct bearing on the children's behavior. Ask any school teacher, if you have never had occasion to notice it yourself, which days are the noisiest in her school-room, the bright, sunny ones, or the dingy days when it is difficult to see clearly across the room. Ask her if the pencils don't drop on the floor oftener, if small feet do not tramp and sc.r.a.pe more, if chairs don't tip over with louder reports, if tempers are not more keenly on edge, on a dark day than a bright one. I need not say "yes," for one hundred out of a hundred will say it emphatically. So, if you cannot have a room bright with sunshine, do at least be lavish with artificial light, for your own peace of mind.